Substantially Separate Special Education Teacher

This position is part of the FRCSTA bargaining unit.  Salary is commensurate with experience, including education level and professional-level years of service.

Reports to: Director of Student Services, Building Principal or Designee

Location: Elementary, Middle or High School

Subject: Special Education

Foxborough Regional Charter School District is committed to creating a work environment that celebrates and promotes diversity and is proud to be an equal opportunity employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, gender, gender identity or expression, sexual orientation, national origin, genetics, disability, age, or veteran status.  

 

District / School Overview

Foxborough Regional Charter School District (FRCS) is a unique and diverse school serving students from across Southeastern Massachusetts.  Approximately 1500 students and families come from urban and suburban communities and represent various backgrounds, ethnicities, and experiences.  Families in our three vibrant school communities (Elementary, Middle, & High School) speak over 20 languages and live in over 20 sending districts. Diversity is one of our greatest strengths; it drives positive student learning and life at our school. At FRCS, we value equity, teamwork, respect, and growth and have committed to hiring and retaining a diverse staff and employees committed to an antiracist curriculum and ideals.

 

Job Summary:

The Special Education Teacher is for a self-contained classroom that services students with academic, emotional, and/or behavioral challenges. This teacher may act as a case manager for a group of students,, teach a substantially separate subject area class, and support student acquisition of skills related to IEP goals. The teacher is also expected to maintain open communication with parents, regular education teachers, counselors, and administrators, as well as contribute to the regular functioning and development of the Special Education Department and fulfill other responsibilities as a member of the broader school community

 

Responsibilities:

The successful candidate for this position will:

• Provide individual and small group instruction to students with significant cognitive, communication, motor and academic impairments who require specialized instruction outside of the general education classroom.
• Implement ABA methodologies to effectively address the diverse and complex needs of students, particularly those with developmental disabilities such as autism spectrum disorder (ASD).
• Implement behavior intervention programs as outlined by the district BCBA
• Develop/modify curriculum and lessons that align to Common Core Standards using access and entry points as needed.
• Develop activities to support social, communication, and daily living skills within the classroom.
• Collaborate with classroom paraprofessionals to develop schedules and responsibilities to meet students' individual needs.
• Collaborate with staff to foster successful inclusion opportunities for students as deemed appropriate.
• Write and maintain Individualized Education Plans including all related documents (i.e. goals and objectives, amendments, progress reports etc.)
• Collect consistent behavior and academic data on student performance to drive instruction and monitor student progress
• Complete MCAS Alt Assessment portfolios as needed
• Communicate consistently and effectively with students, families, program staff (paraprofessionals, OT, SLP, school psychologists, etc.), and administration
• Any other duties deemed appropriate by the Director of Student Services 

 General Expectations

• Identifies appropriate reading materials, other resources, and writing activities for promoting further learning by the full range of students within the classroom
• Uses information in Individualized Education Programs (IEPs) to plan strategies for integrating students with disabilities into general education classrooms
• Employs a variety of content-based and content-oriented teaching techniques from more teacher-directed strategies such as direct instruction, practice, and Socratic dialogue, to less teacher-directed approaches such as discussion, problem-solving, cooperative learning, and research projects (among others)
• Uses instructional planning, materials, and student engagement approaches that support students of diverse cultural and linguistic backgrounds, strengths, and challenges

• Manage oneself by being organized, prepared, and punctual
• Manage resources, meet deadlines, follow through on commitments
• Act in ways that directly support the mission and vision of FRCS
• Learn and grow as a professional
• Use clear verbal and written communication and active listening skills
• Develop and maintain rapport and effective relationships with young children and adults contacted in carrying out duties and responsibilities by using courtesy, diplomacy, collaboration, cooperation, and professional conduct
• Contribute to the goals and success of all teams and team members through collaboration, cooperation, and flexibility in team discussions, activities, and decision-making
• Maintain high ethical standards, legal responsibility, and confidentiality
• Demonstrated commitment to anti-bias, anti-racist education
• Attend building and district meetings to promote communication and mutual decision-making among the staff
• Attend established traditional school-sponsored activities (e.g., Back to School Night, Open House, programs, activities) agreed upon by the building administrator and per the FRCSTA contract
• Regular attendance is an essential function; absences should be rare and in alignment with district attendance and punctuality standards
• Responsible for implementing other job-related duties as needed

 

 Qualifications- Required:

• Bachelor’s Degree from an accredited college or university

 

• Will be required to be SEI Endorsed within one year of employment 

 

• A teaching License is not required; must pass the MTEL Exams within one year of hire

 

• Demonstrated subject matter competence, highly qualified in the area of licensure

• Candidates are subject to background checks, including CORI clearance and fingerprinting

• Current authorization to work in the United States - 

• Candidates must have such authorization by their first day of employment

 

 

Qualifications- Preferred:

• Master’s Degree preferred 
• Hold a Massachusetts Teaching License in the appropriate content area
• Experience working in an urban school district
• Proficiency in multiple languages, reflecting our diverse student population

 

Work Environment & Physical Requirements:

The majority of work is performed in a school or classroom environment, which usually has a moderate noise level. Regular attendance is necessary; absences should be rare and in alignment with district attendance and punctuality standards.

Physical Requirements:

While performing the duties of this job, the teacher is frequently required to kneel, stoop, bend, and crouch.  The teacher is periodically required to stand, while talking and listening.  The teacher is occasionally required to sit, walk, lift, or carry.